3.1 Analyzing District Education Technology Policies Awareness- Policy is not in place; little or no understanding of importance of policy Adoption- Traditional policies are in place; lack of consistent use Exploration- New/updated policies are being researched Transformation- Policies support high performing learning environments How do we get there?
Our largest challenge has been placing more emphasis on the educational process driving technology rather than
technology driving the educational process.
Our focus will be to design and initiate programs that will fundamentally include technology as a tool to help better deliver academic content, provide for differentiated instruction, and be generally available as support to general instruction. New committees have been instituted such as District Software Review Committee, Technology Policies
Committee, and new construction design teams.
All District technology related committees such as Software Review, Data Management, etc must be thorough and work together to be accurate on their recommendations to curriculum and IT. These recommendations must be aligned with the DIstrict Strategic Plan.
With the creation of an Educational Technologist position under the curriculum department, we have been able to
move teacher technology use forward at a higher rate and with deeper understanding.
We may want to move towards two full time edtechs, one at primary and one at secondary to provide high level integration assistance much like curriculum coordinators. Building edtechs, although less costly, seem to spend nearly half their time foing break-fix.
Additionally, the IT department was expanded to include more full time staff and can now devote time to studying
newer and more efficient technologies to keep pace with the educational goals of the District.
The IT Department should be allowed to keep stafffing at sufficent levels or have the ablility to utilize contracted services to support all District initiatives over and above curriculum.
Lastly, the Board and administration has made a conciencious commitment to funding technologies required to
achieve the desired results.
The Board and administration must both be kept abreast of District initiatives and the total costs associated with these initiatives. Additionally, they should closely align with the Disttrict's Strategic Plan.
Educational Technologists must have reliable funding to sustain District PD training. We cannot rely solely on state grant monies to sustain PD.
How do we know we are getting there? As mentioned previously, we now have committees in place that will be able to monitor and direct major District
technology implementations.
These committees will meet on very regimented schedule to keep pace with current requests and technology
trends.
Finally, the District Technology Committee will continue to meet on a monthly basis to review this document. How do we sustain the focus and momentum? The goal is for the independent committees to break down, research, and make recommendations to the forward
movement of technology in the District.
Additionally, quarterly updates to the Board will provide the necessary feedback to sustain their enthusiasm and
support. Where are we
now?
Where do we want
to go? A.Electronic network linking district with other
stakeholders for information exchange,
collaboration and distance education
Awareness Transformation
B.District wide program providing data or
administrative systems to schools (e.g., fiscal
databases, student assessment results)
Exploration Transformation
C.Technology-related facilities design,
equipment and software
Adoption Transformation
D.Technology acquisition and standards Exploration Transformation
E.Research and evaluation of educational
technology initiatives
Adoption Transformation
F.Development and dissemination of
educational technology devices, applications
and approaches
Exploration Transformation
G.District funding for educational technology Adoption Transformation
H.Equity and access to technology Exploration Transformation
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 3 Last Updated: Feb 16, 2009 3.2 Analyzing District Leadership Awareness - These administrators do not use technology. An expectation to use technology with students and
staff is not expressed nor do the administrators support the staff in the use of technology. Adoption - Administrators have access to technology but don't use it on a comprehensive basis. Educators in the
building are expected to use the technology but not in a powerful way to improve student achievement. Leaders
support staff in developing technology skills. Exploration - Leaders encourage and support educators in the use of technology, but the use may not be
pervasive throughout the system. Administrators use technology and see some benefit. Transformation - Leadership provides strong vision encompassing all aspects of educational technology.
Technology is vital to administrators and is utilized in innovative ways on a daily basis. Administrators fully
understand how to use the tools effectively in the classroom and to manage education. How do we get there? All District administrators are now laptop equipped. Additionally, the Board office is wireless allowing for the
administrators to work more efficiently.
Remote access from home, utilizing Citrix, has allowed a large jump in productivity. Administrators can
securely log into their accounts at night to better prepare for the upcoming day's business.
We plan to have the Educational Technologist do more focused training with all administrators to level the
playing field and help them become role models in their buildings. How do we know we are getting there? Essentially, the Educational Technologist will teach, evaluate and track administrator progress.
The Ed-Tech building representatives will have the ability to monitor daily progress and recommend specific
training to resolve deficiencies. How do we sustain the focus and momentum? Increased early release days are planned. We are looking at the possibility of two release days per month.
Also, we are exploring the possibility of a District Technology Summit Day where the students would be
released and all teachers could attend an entire day of mini workshops. 3.3 Technology Leader/Coordinator Time Commitments Where are we
now?
Where do we want
to go? A.Instructional leadership, assessment and
curriculum
Adoption Transformation
B.Competencies/Standards (e.g. ISTE NETSA)
Adoption Transformation
C.Advocacy for technology Exploration Transformation
D.Measures and accountability for effective
use
Adoption Transformation
E.Role model in the use of technology Adoption Transformation
F.Professional development Adoption Transformation
G.Support for educational technology Exploration Transformation
H.Professional practice Adoption Transformation
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 4 Last Updated: Feb 16, 2009 How will we get there? The Technology Coordinator must become an extension of all areas of the District as it now touches all aspects
of day to day operations.
Professional development opportunites need to be extended to the Technology Coordinator so that individual can
keep abreast of current trends. How will we know we are getting there? The ability for the District as a whole to be in a continuous forward movement in the areas that technology
supports coupled with all the District committees should provide all the checks and balances to achieve success. How will we sustain focus and momentum? Inclusion in strategic decisions, on-going technical training, and District committees that rely on technology will
support and guide the District Technology Coordinator to research and seek out professioanl development to
support those decisions.
Back to Tech Plan Section Direcotry
Technology Policy, Leadership and Administration
3.1 Analyzing District Education Technology Policies
Awareness - Policy is not in place; little or no understanding of importance of policy
Adoption - Traditional policies are in place; lack of consistent use
Exploration - New/updated policies are being researched
Transformation - Policies support high performing learning environments
How do we get there?
Our largest challenge has been placing more emphasis on the educational process driving technology rather than
technology driving the educational process.
Our focus will be to design and initiate programs that will fundamentally include technology as a tool to help better deliver academic content, provide for differentiated instruction, and be generally available as support to general instruction.
New committees have been instituted such as District Software Review Committee, Technology Policies
Committee, and new construction design teams.
All District technology related committees such as Software Review, Data Management, etc must be thorough and work together to be accurate on their recommendations to curriculum and IT. These recommendations must be aligned with the DIstrict Strategic Plan.
With the creation of an Educational Technologist position under the curriculum department, we have been able to
move teacher technology use forward at a higher rate and with deeper understanding.
We may want to move towards two full time edtechs, one at primary and one at secondary to provide high level integration assistance much like curriculum coordinators. Building edtechs, although less costly, seem to spend nearly half their time foing break-fix.
Additionally, the IT department was expanded to include more full time staff and can now devote time to studying
newer and more efficient technologies to keep pace with the educational goals of the District.
The IT Department should be allowed to keep stafffing at sufficent levels or have the ablility to utilize contracted services to support all District initiatives over and above curriculum.
Lastly, the Board and administration has made a conciencious commitment to funding technologies required to
achieve the desired results.
The Board and administration must both be kept abreast of District initiatives and the total costs associated with these initiatives. Additionally, they should closely align with the Disttrict's Strategic Plan.
Educational Technologists must have reliable funding to sustain District PD training. We cannot rely solely on state grant monies to sustain PD.
How do we know we are getting there?
As mentioned previously, we now have committees in place that will be able to monitor and direct major District
technology implementations.
These committees will meet on very regimented schedule to keep pace with current requests and technology
trends.
Finally, the District Technology Committee will continue to meet on a monthly basis to review this document.
How do we sustain the focus and momentum?
The goal is for the independent committees to break down, research, and make recommendations to the forward
movement of technology in the District.
Additionally, quarterly updates to the Board will provide the necessary feedback to sustain their enthusiasm and
support.
Where are we
now?
Where do we want
to go?
A.Electronic network linking district with other
stakeholders for information exchange,
collaboration and distance education
Awareness Transformation
B.District wide program providing data or
administrative systems to schools (e.g., fiscal
databases, student assessment results)
Exploration Transformation
C.Technology-related facilities design,
equipment and software
Adoption Transformation
D.Technology acquisition and standards Exploration Transformation
E.Research and evaluation of educational
technology initiatives
Adoption Transformation
F.Development and dissemination of
educational technology devices, applications
and approaches
Exploration Transformation
G.District funding for educational technology Adoption Transformation
H.Equity and access to technology Exploration Transformation
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 3 Last Updated: Feb 16, 2009
3.2 Analyzing District Leadership
Awareness - These administrators do not use technology. An expectation to use technology with students and
staff is not expressed nor do the administrators support the staff in the use of technology.
Adoption - Administrators have access to technology but don't use it on a comprehensive basis. Educators in the
building are expected to use the technology but not in a powerful way to improve student achievement. Leaders
support staff in developing technology skills.
Exploration - Leaders encourage and support educators in the use of technology, but the use may not be
pervasive throughout the system. Administrators use technology and see some benefit.
Transformation - Leadership provides strong vision encompassing all aspects of educational technology.
Technology is vital to administrators and is utilized in innovative ways on a daily basis. Administrators fully
understand how to use the tools effectively in the classroom and to manage education.
How do we get there?
All District administrators are now laptop equipped. Additionally, the Board office is wireless allowing for the
administrators to work more efficiently.
Remote access from home, utilizing Citrix, has allowed a large jump in productivity. Administrators can
securely log into their accounts at night to better prepare for the upcoming day's business.
We plan to have the Educational Technologist do more focused training with all administrators to level the
playing field and help them become role models in their buildings.
How do we know we are getting there?
Essentially, the Educational Technologist will teach, evaluate and track administrator progress.
The Ed-Tech building representatives will have the ability to monitor daily progress and recommend specific
training to resolve deficiencies.
How do we sustain the focus and momentum?
Increased early release days are planned. We are looking at the possibility of two release days per month.
Also, we are exploring the possibility of a District Technology Summit Day where the students would be
released and all teachers could attend an entire day of mini workshops.
3.3 Technology Leader/Coordinator Time Commitments
Where are we
now?
Where do we want
to go?
A.Instructional leadership, assessment and
curriculum
Adoption Transformation
B.Competencies/Standards (e.g. ISTE NETSA)
Adoption Transformation
C.Advocacy for technology Exploration Transformation
D.Measures and accountability for effective
use
Adoption Transformation
E.Role model in the use of technology Adoption Transformation
F.Professional development Adoption Transformation
G.Support for educational technology Exploration Transformation
H.Professional practice Adoption Transformation
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 4 Last Updated: Feb 16, 2009
How will we get there?
The Technology Coordinator must become an extension of all areas of the District as it now touches all aspects
of day to day operations.
Professional development opportunites need to be extended to the Technology Coordinator so that individual can
keep abreast of current trends.
How will we know we are getting there?
The ability for the District as a whole to be in a continuous forward movement in the areas that technology
supports coupled with all the District committees should provide all the checks and balances to achieve success.
How will we sustain focus and momentum?
Inclusion in strategic decisions, on-going technical training, and District committees that rely on technology will
support and guide the District Technology Coordinator to research and seek out professioanl development to
support those decisions.